kid s box 1 from o

Cambridge University Press978-8-490-36129-0 — Kid's Box Level 2 Teacher's Book Updated English for Spanish SpeakersLucy Frino , Melanie Williams , With Caroline Nixon , Michael Tomlinson ExcerptMore Information

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14 Kid’s Box ESS Updated 2nd Ed. TB 2

Hello g in!1

3

CD1 Listen and repeat.2

2

CD1 Listen and point.1

What’s your name?How old are you?

Suzy

Mrs Star

Simon

Mr Star

1

4

Hello g in!

Stella

Grandma Star

Grandpa Star

1 Hello g in!

2

Draw and write.2

What’s your name?

How old are you?

She’s Stella . He’s .

Hello, I’m Grandma Star. This is my family.

Write.1I’m Stella. I’m Simon. I’m Suzy.

I’m Mr Star. I’m Mrs Star. I’m Grandpa.

Me!

Objectives: By the end of the lesson, pupils will have reviewed greetings and introductions.

T rget l ngu ge● Key language: Hello, I’m … , We’re … , My

name’s … , Goodbye, What’s your/his/her name? How old are you? to be

● Additional language: look, listen, open/close your books/the door, one, star, pencil

● Revision: numbers 1–10, character names from Kid’s Box 1

M teri ls required● Character l ashcards (1–7)● Extra activity 1: ten large pieces of card,

with a number in words between one and ten written on each one, e.g. ve

● Extra activity 2: a ball of paper● Kid’s Box 2 Language Portfolio (pages 1, 2

and 7)

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Unit 1 Hello again! 15

Warmer● Introduce yourself. Say Hello. My name’s (your name). Walk

up to a pupil and repeat. Add What’s your name? The pupil responds, e.g. Hello. My name’s (pupil’s name). / I’m (pupil’s name). Repeat with four or i ve more pupils.

● Pupils stand up. Clap your hands. They turn to the pupil on their left and take turns to introduce themselves. Clap your hands. They turn to the pupil on their right and introduce themselves. Repeat for the pupils behind and in front.

Presentation● Display the l ashcards of the seven characters (1-7). If pupils

studied Kid’s Box 1, elicit the names. If they didn’t, hold up each l ashcard in turn, say the name and pupils repeat.

● Place the l ashcards around the room. Say, e.g. Point to Suzy. Pupils point. Repeat with the other characters, saying the instructions quickly one after another.

1 Listen and point.● Say Open your Pupil’s Books at page 4, please. Hold up your

book and point to the page. Draw a star on the board. Elicit what it is. Say Find the star in the picture. Pupils check in pairs. Check with the class (on Mr Star’s belt). Pupils say Here it is.

● Elicit what pupils can see in the picture (the Star family, their house, garden, dog, cat, etc.).

● Say Listen and point. Play the CD. Pupils listen and point to the characters as they speak. Set the pre-listening questions: How old is Stella? How old is Simon? How old is Suzy? Say Listen again and answer. Pupils check in pairs. Check with the class (eight, seven, four).

CD 1, 02

stella: Hello again! We’re the Star family. I’m Stella Star and I’m eight. This is my brother, Simon. He’s seven, and this is my sister, Suzy. She’s four.

simon: This is my grandmother. She’s Grandma Star.grandma: Hello.simon: This is my grandfather. He’s Grandpa Star. simon: Grandpa, say hello.grandpa: Oh! Hello, everybody. mrs star: And we’re Mr and Mrs Star.simon: What’s your name? How old are you?

2 Listen and repeat.● Say Look at the picture. Listen and repeat. Play the CD.

Pause after each name for pupils to repeat. Play the CD again. Pupils chorus in time with the recording.

CD 1, 03

Stella, Simon, Suzy, Mr Star, Mrs Star, Grandma Star, Grandpa Star

Practice● Invite four pupils (boys and girls) to the front. Ask each one

What’s your name? How old are you? Point to each of the pupils in turn and ask the class What’s his/her name? How old is he/she? Pupils respond, e.g. She’s (name). She’s (age). Repeat with another four pupils.

● Weave the questions and answers around the classroom in the same way, gesturing to individual pupils to ask as well as answer.

1 Write. ● Say Open your Activity Books at page 2, please. Look at

Activity 1. Who can you see? Elicit the characters from the class. Hold up your book and point to the example. Point to each question in turn. Elicit from pupils what they write, e.g. point to I’m Suzy. Pupils respond She’s Suzy.

● Pupils work individually and complete the activity. ● Correct the activity orally with the whole class.

Key: He’s Simon. She’s Suzy. He’s Mr Star. She’s Mrs Star. He’s Grandpa.

2 Draw and write.● Say Look at Activity 2, please. Point to the frame and say

Whose picture goes here? The class responds with the pupil’s name. Point to each of the questions and elicit the response for a few pupils as an example.

● Pupils draw a picture of themselves and write the answers. Remind them to use I’m … and to write their age in words, not numbers.

Language Portfolio● Pupils complete pages 1, 2 and 7 of Kid’s Box Language

Portfolio 2 (About me, My language skills, English and me). These materials i t well at the beginning of the lesson. Help with new language as necessary.

Ending the lesson● Display the character l ashcards (1-7) on the board. Wave

and say, e.g. Goodbye, Suzy. Invite a pupil to come and take the l ashcard of Suzy of the board. Repeat with the other characters. Turn to the class, wave and say Goodbye, class. Pupils respond Goodbye, (your name).

Pupil’s Book p ge 4

Extra activity 1: see page 220 (if time)

Activity Book p ge 2



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1

81

3

Colour two stars.

Colour five stars.

Colour six stars.

Colour one star.

Colour eight stars.

Colour the stars.3

Match and join.4

1

2

3

4

5

1

2

3

4

5

6

7

four + one = 7 eight

two + one = 5 seven

six + one = 8 five

eight + one = 6 ten

five + one = 9 six

seven + one = 10 three

nine + one = 3 nine

Ask and answer.4

4

CD1 Listen and answer.3

Hello, I’m Trevor. Look at

number four. Who’s he?

Look at number three. Who’s she? Stella.

8

910

55

1

5

1

3

5

2

4

6

7

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Mr Star Mrs Star Stella Simon Suzy Grandma Star

Grandpa Star Marie Maskman Monty Trevor Numbers 1-10

GrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammarGrammar

Who’s he / she?

How old are you?

Who’s she?

This is my sister.

Grammar

T rget l ngu ge● Key language: Hello. I’m … , Goodbye,

Who’s he/she? character and toy names (Monty, Maskman, Marie, Trevor)

● Additional language: stand up, sit down, point to, pick up, open, close

● Revision: blue, grey, pink, red, white, purple, yellow, black, brown, orange, green, numbers

M teri ls required● Character l ashcards (1–11)● Two sets of number cards (as used in the

previous lesson)● Extra activity 1: 11 large pieces of paper,

each with one of the colours written on or colour wordcards (12-22)

● Extra activity 2: 16 simple sums using numbers 1–10

● Optional: Grammar reference Unit 1 Pupil’s Book (page 98) and Activity Book (page 96)

Objectives: By the end of the lesson, pupils will have practised greetings and asked and answered questions using Who’s … ?


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Warmer● Review the names of the Star family, using the l ashcards.

Flash a card and elicit who it is. Display it on the board. Include Trevor, Marie, Monty and Maskman. If the pupils did not study Kid’s Box 1, make sure they repeat the new names as a class several times.

● Point to the l ashcards in turn. The class says the name. Turn the i rst one to face the board. Point to each card (including the one facing the board). The class says the names. Repeat, turning one more card to face the board each time. When all l ashcards are facing the board, continue the game, turning a l ashcard face up each time until all are visible again.

3 Listen and answer.

● Say Open your Pupil’s Books at page 5, please. Focus pupils on the Grammar box. Read the question and point to Suzy, for example. Elicit the answer (Suzy). In pairs, pupils practise the question. Then point to Stella and say This is my sister. Tell pupils to repeat after you.

● Say Look at Activity 3. Elicit who they can see, e.g. say Who’s number nine? Who’s number ve? Where’s Monty? Say Listen and answer. Play the i rst part of the CD as an example. Check pupils know what to say. Play the rest of the CD. Pupils whisper the response to their partner each time. Play the CD again, pausing after each question. This time invite dif erent pairs to respond each time.

Key: 4 Mr Star, 1 Suzy, 8 Monty, 3 Stella, 6 Grandma Star, 2 Simon, 9 Marie, 10 Maskman, 5 Mrs Star, 7 Grandpa Star

CD 1, 04

trevor: Hello. I’m Trevor. Look at number four. Who’s he?Look at number one. Who’s she?Look at number eight. Who’s he?Look at number three. Who’s she?Look at number six. Who’s she?Look at number two. Who’s he?Look at number nine. Who’s she?Look at number ten. Who’s he?Look at number i ve. Who’s she?Look at number seven. Who’s he?

4 Ask and answer. ● Say Look at number three. Who’s she? The class responds

Stella. Repeat three or four more times with other questions and answers in open pairs, e.g. Pupil A asks; Pupil B responds; Pupil C asks; Pupil D responds.

● Say Look at Activity 4. Now you ask and answer in pairs. Take turns. Pupils do the activity in pairs. Monitor the pairs as they are working and help where needed.

Team game● Divide the class into two teams. Hand out the number cards

to each team. Ten pupils in each team take and hold up a card. Team members take it in turns to ask and answer, e.g. Team A: Look at number seven. Who’s he/she? Team B: He’s/She’s (name). Award points for correct questions and answers. The team with the most points is the winner.

3 Colour the stars.● Say Open your Activity Books at page 3, please. Look at

Activity 3. Hold up your book and point to 1. Elicit the sentence from the class (Colour two stars). Say What colour? Pupils suggest a colour. Repeat for number 2.

● Pupils work individually and colour the correct number of stars in the colours they choose. They can work together. Pupils check in pairs. Check with the class.

4 Match and join.● If you didn’t do Extra activity 2, do a few simple sums

quickly around the class, e.g. say One and one is … Wait for the class to respond two. Repeat with other simple sums.

● Say Look at Activity 4, please. Hold up your book. Read the example sum (six and one is … ) and elicit the response from the class (seven). With your i nger, follow the line in the example to seven and then 7. Say Now draw the lines for this sum and the other sums.

● Pupils work individually and then check in pairs. Check with the class.

Key: 1 5 (i ve), 2 3 (three), 3 7 (seven), 4 9 (nine), 5 6 (six), 6 8 (eight), 7 10 (ten)

Optional activity● Grammar reference Unit 1 from Pupil’s Book 1 (page 98)

and Activity Book 1 (page 96).

Key: 1 What’s his name? He’s Tom. 2 Who’s she? She’s my teacher Mrs Brown.

Ending the lesson● Play the Please game. Pupils stand up. Demonstrate the

game i rst. Say, e.g. Point to your chair. Pupils don’t point. Say, e.g. Open your Pupil’s Books, please. Pupils open their Pupil’s Books. Play the game using the following instructions: sit down, stand up, close, open, point to / touch a book/pencil/table/chair/pen. Pupils who respond incorrectly (e.g. do it when you don’t say please) are out and sit down. Stop when you have a small group of winners.






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1

4

7

CD1 Listen and colour.5

This is Stella .

She’s eight .

This is .

He’s .

This is .

She’s .

frou sneevSzuy onmSilaelSt

8

CD1 Listen and point. Write the words.6

1 2 3

igteh

6

a b c d

e f g

h i k

l m n o p

q r s

t u v

w x y z

5

CD1 Listen, point and repeat.5

6

CD1 Say the chant.6

T rget l ngu ge● Key language: the alphabet, How old are

you? Can you spell your name, please?● Additional language: his/her, painting● Revision: What’s your name?

M teri ls required● Colour l ashcards (12, 13, 15, 18, 20–22);

crayons ● Extra activity 1: Photocopiable activity

1 (page 204), copied onto thin card, one copy for each pupil, scissors, an envelope for each pupil

● Optional: Kid’s Box Teacher’s Resource Book 2 Unit 1 Song worksheet (pages 8 and 13); Kid’s Box Interactive DVD 2, The music room, Unit 1 ‘A, b, c’ song

Objectives: By the end of the lesson, pupils will have learned to say and recognise the letters of the alphabet.


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Warmer● Pupils take out their crayons. Give pupils instructions to

follow, e.g. Hold up the blue crayon. Put it under your Pupil’s Book. Put the yellow crayon next to the book. Take the green crayon and put it under your chair.

5 Listen and point. Chant.● Say Open your Pupil’s Books at page 6, please. Look at

Activity 5. It’s an alphabet painting!

● Hold up your book and point to the letters. Gesture from left to right along the i rst row of letters and say the letters aloud. Pupils repeat. Do the same with the rest of the rows. Make sure pupils are reading from left to right, if they do not do this in their i rst language.

● Display the colour l ashcards in a horizontal line on the board. Help pupils to notice the colours of the letters in their books. The letters are coloured to help with pronunciation: grey = /ei/ = a, h, j, k; green = /iː/ = b, c, d, e, g, p, t, v; red = /e/ = f, l, m, n, s, x, z; white = /ai/ = i, y; yellow = /əu/ = o; blue = /uː/ = q, u, w; dark brown = /aː/ = r.

● Say Listen, point and repeat. Play the CD. Pupils listen and point the i rst time. Play the CD again for pupils to point and repeat the colours and letter names.

CD 1, 05

Grey: a, h, j, k,Green: b, c, d, e, g, p, t, vRed: f, l, m, n, s, x, zWhite: i, yYellow: oBlue: q, u, wBrown: r

6 Say the chant.

● Say Listen to the chant and point to the letters. Play the CD. Pupils point to the letters. Make sure they are moving from left to right along the rows.

● Play the chant again in sections for the pupils to repeat.

CD 1, 06

a b c d e f g h i j k l m n o p q r s t u v w x y z

Practice● Ask an able pupil: What’s your name? When the pupil says

it, ask Can you spell your name, please? Help the pupil. The class spell the name. Write the name on the board. Repeat. Tell pupils to write their names in their books. They work in pairs. Pupil A asks Can you spell your name, please? Pupil B spells it and Pupil A writes it. They swap roles.

5 Listen and colour. ● Say Open your Activity Books at page 4, please. Look at

Activity 5. Tell pupils to take out their crayons. Say Ready? Listen and colour. Remind pupils to place a dot in the colour the i rst time they listen. Play the CD. Pupils listen and place a coloured dot on the letter. Play the CD again for pupils to check. Ask e.g. What colour is ‘p’? What letter is purple? Pupils colour the letters. Note: These are not the same colours as were used to help with pronunciation. All theses letters have the same pronunciation pattern (/iː/). This phonetic grouping is aimed at pupils who do not use the Roman alphabet in their i rst language.

Key: g = black, b = orange, v = purple, p = pink, c = yellow, t = brown, e = green, d = blue

CD 1, 07

Colour g black. Colour b orange. Colour v purple. Colour p pink. Colour c yellow. Colour t brown. Colour e green. Colour d blue.

6 Listen and point. Write the words. ● Say Look at Activity 6. Write the two example anagrams on the

board: eltalS, igteh. Elicit what they are. Tell pupils the i rst is a name and the second a number. Write them correctly on the board. Don’t write the capital letters at the beginning of the name. Encourage pupils to use their letter cards for the other anagrams. They place the cards on their desk and move them around to make the correct spelling. This helps the kinaesthetic learners. Pupils check in pairs. Play the CD for pupils to listen and check.

Key: 2 Simon, seven; 3 Suzy, four

CD 1, 08

1 This is Stella. She’s eight.2 This is Simon. He’s seven.3 This is Suzy. She’s four.

Optional activities● Unit 1 Song worksheet from Teacher’s Resource Book 2

(pages 8 and 13). Do the rhyming activity.

● The music room, Unit 1 ‘A, b, c’ song from Kid’s Box Interactive DVD 2. See pages 28 and 29 of the Teacher’s Booklet.

Ending the lesson● Pupils stand up. Do the alphabet chant again together with

the CD. Repeat.


Extra activity: see page 220 (if time)



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1

5

Starters Listening, Part 2

Example

What is the boy’s name? Dan

How old is he?

Questions

1 What is the girl’s name?

2 How old is the girl?

3 What is the name of Dan’s street?

street

4 What number is Dan’s house?

5 What is the name of Grace’s book?

9

CD1 Read the question. Listen and

write a name or a number.

There are two examples.

7

Black, blue, brown …

Can you spell ‘purple’?

P-u-r-p-l-e.

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black blue brown green grey orange pink purple red white yellow 7

1

Ask and answer.7

Order the colours.

8

Objectives: By the end of the lesson, pupils will have had more practice with the letters of the alphabet.

T rget l ngu ge● Key language: the alphabet, colours,

Can you spell … , please? ● Additional language: in alphabetical

order, painting

M teri ls required● Extra activity 1: Photocopiable 1 (alphabet

cards) from the previous lesson, one set for each pupil plus one set of your own

● Optional: Kid’s Box Teacher’s Resource Book 2 Unit 1 Reinforcement worksheets 1 and 2 (pages 8, 9 and 10)


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Warmer● Pupils place their alphabet cards on their desks in the same

order as on page 6 of the Pupil’s Book (alphabetical order). Pupils stand up. Say the alphabet chant with them again. They point to the letters on their desks as they say them.

7 Ask and answer.● Say Open your Pupil’s Books at page 7, please. It’s a colours

painting! Say Point to purple. Pupils point. Repeat with the other colours. Draw pupils’ attention to the speech bubbles on the photograph and elicit the question and answer. Repeat the question with two more colours. Invite a pupil to ask the question about another colour. The class spells it out. Continue until all the colours have been spelt out.

● Pupils work in pairs. They take turns to ask the question and to spell the colours.

Practice● Hand out one alphabet card from your set to dif erent

pupils (26 pupils). If you have fewer pupils, give some pupils more than one. Ask pupils to come to the board and to put the letters in order from left to right on the board. Make two lines if you can’t get 26 letters in one line. Point to each letter and pupils repeat.

● Ask i ve pupils, whose names each start with a dif erent letter of the alphabet, to come to the front. Tell them to stand in the order of the alphabet. Help them by pointing to the alphabet on the board. Check with the class if the pupils are in the correct order. Repeat.

8 Order the colours.● Write the following colours on the board: blue, black,

brown. Ask pupils to put them in order. Show them how it’s done: point to the i rst letters and say b, b, b. They’re the same. Point to the second letters and say l, l, r. They’re di erent. R comes after l so brown is last. Point to the third letter and say u, a. They’re di erent. A comes before u. Can anyone tell me which word is rst? Write them on the board in order: black, blue, brown. Repeat for green and grey, and pink and purple.

● Say Look at Activity 8. Now put all the colours in alphabetical order. Pupils work in pairs and write the colours in order in their notebooks. Tell them to write them as a list. Remind pupils what is written on the board. Elicit the correct order from the class.

Key: black, blue, brown, green, grey, orange, pink, purple, red, white, yellow

7 Read the question. Listen and write a name or a number. There are two examples.

● Say Open your Activity Books at page 5, please. Look at Activity 7. Point to the picture of the boy and girl and elicit what the children are doing (reading) and what pupils can see (e.g. books, a library, bags).

● Say Listen and write a name or a number. Let’s look at and listen to the examples. Point to the example questions and read them with the class. Play the examples on the CD and pause to indicate the example answers. Ask Name or number? Pupils respond (Name. Number.). Before playing the rest of the CD, encourage pupils to read the rest of the questions and think about whether each answer will be a name or a number.

● Play the CD. Pupils write their answers in pencil. Play the CD again. Pupils check in pairs.

Key: 1 Grace, 2 10/ten, 3 Sun, 4 6/six, 5 Mouse

CD 1, 09

Optional activity● Unit 1 Reinforcement worksheets 1 and 2 from Teacher’s

Resource Book 2 (see pages 8, 9 and 10).

Ending the lesson● Teach and do the following chant with the pupils.

Teacher: Pupils respond:Give me an g gGive me an r rGive me an e eGive me an y yWhat does that spell? grey What does that spell? grey





Look at the picture. Listen and write a name or a number. Hello, Lucy. Is this a picture of your friends?Yes. The boy’s name is Dan.Is that D-A-N?Yes. How old is Dan?He’s nine.Nine?Yes, that’s right. Can you see the answers? Now you listen and write a name or a number.1. Who is the girl?

That’s Grace.Is that G-R-A-C-E?Yes, it is.

2. How old is Grace?She’s ten.Ten?Yes, she is.

3. Where does Dan live?He lives in Sun Street.S-U-N?That’s right.

4. What number is Dan’s house?It’s number six.Number six?Yes.

5. What is the name of Grace’s book?It’s Mouse House.Is that M-O-U-S-E?Yes!


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1

6

b g

pen b

1 2 3

4 5

11

CD1 Listen and complete.

8

a

12

CD1 Listen and write. Match.9

b c d e

f g

h

1

2

3

4

5

6

7

8

bl a ck

h nd

g m s y

c t pl y

sn k

8

gr y

9

pple

10

76

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Long vowel sound: ‘ay, a_e’ (play, snake)8

10

CD1 Mon ’s phonics9

Say and answer.10

a h k

snake

play

game Four snakes are playing games!

That’s ‘h’.The pencil is under the chair.

Objectives: By the end of the lesson, pupils will have learned to identify and say the long ‘ay’ /eɪ/ vowel sound and to contrast it with the short ‘a’ /æ/ vowel sound.

T rget l ngu ge● Key language: the phoneme /eɪ/ as in

snake, play, game● Revision: comparison with the short

phoneme /æ/ as in black, prepositions, spelling

M teri ls required● Flashcards: (words with /eɪ/ and /æ/

sound) 19, 21, 92, 95● Extra activity 1: Photocopiable 1 alphabet

cards used in the previous two lessons● Extra activity 2: Prepare about 20

questions for Noughts and crosses, e.g. What’s this colour? G–r–e–e–n. What’s this animal? T–i–g–e–r.

● Optional: Kid’s Box Teacher’s Resource Book 2 Unit 1 Extension worksheet 1 (pages 8 and 11)


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Warmer● Display the l ashcards cake, paint and grey on the board.

Elicit the words and say them for pupils to repeat. Focus on the vowel sound /eɪ/ which all three words have in common. Say Today’s sound is … Pupils respond by saying /eɪ/. Provide more example words with the sound, if necessary (e.g. game, play, say, day).

9 Monty’s phonics● Say Open your Pupil’s Books at page 8, please. Point to the

picture of Monty and ask Who’s this? Pupils respond (It’s Monty). Elicit the title of the activity. If pupils studied Kid’s Box 1 remind them that the Monty’s phonics activities practise dif erent English sounds. Point to the picture of the snake and say snake, emphasising the /eɪ/ sound. Say the word again and draw a snake shape with your i nger as you speak. Point to the pictures of the children playing and the game and practise the words in the same way, using mime when you say the words. Say Now listen to Monty, point and repeat.

● Play the CD. Pupils listen and repeat the sounds and the words, using the same tone and speed as Monty.

● Say Four snakes are playing games several times, getting faster and faster (as a tongue twister). Pupils work in pairs and practise saying the phrase as a tongue twister in the same way.

CD 1, 10

Monty: Hi, I’m Monty! Repeat after me!/eɪ/, /eɪ/, snake/eɪ/, /eɪ/, play/eɪ/, /eɪ/, gameFour snakes are playing games!Four snakes are playing games!Four snakes are playing games!

10 Say and answer. ● Pupils work in pairs. Pupil A describes the position of one

of the objects in pictures a, h, j or k. Pupil B listens and says the correct letter. Pupils swap roles.

8 Listen and complete.● Say Open your Activity Books at page 8, please. Look at

Activity 8. Stick the l ashcard black on the board (or colour a small black blob). Write the word below the picture, with the letter ‘a’ replaced by a line (as on Activity Book page 8). Say the word and elicit the missing letter. Write it on the line.

● Play the example and number 2, if necessary.● Play the CD. Pupils complete the words with the missing

letters. They check answers in pairs.

● Play the CD again. Check answers as a class. Elicit the words in the activity which have the /eɪ/ sound (game, say, play, snake, grey). Point out that the sound is not always represented with the letter a.

● Play the CD. Pupils listen and complete. They check in pairs. Check with the class.

Key: 2 a, e, 3 a, 4 a, 5 a, 6 a, 7 a, 8 a, e, 9 e, 10, a

CD 1, 11

1 black, 2 game, 3 say, 4 bag, 5 cat, 6 play, 7 hand, 8 snake, 9 grey, 10 apple

9 Listen and write. Match.● Say Look at Activity 9, please. Point to the example and play

the i rst item on the CD. Ask How do you spell ‘pen’? Pupils respond by spelling the word letter by letter, as on the CD. Ask How do you spell ‘look’? Wait for a pupil to volunteer the answer and see how he/she says the two ‘o’s in the middle of the word. Explain that we can say double when there are two letters together, e.g. l - double o - k to spell look. Say Now listen and write. Use a pencil.

● Play the rest of the CD, pausing after each item for pupils to write. Repeat the CD and let them check the words in pairs. Elicit answers (the words only) before pupils match.

● Say Now match the words and the pictures. Write letters. Show pupils how the example word pen has been matched to picture b (the example answer in the small box). Pupils work individually or in pairs to do the matching. Check answers as a class.

Key: 2 eraser c, 3 book e, 4 bag f, 5 pencil g, 6 table a, 7 chair h, 8 door d

CD 1, 12

1 p-e-n, 2 e-r-a-s-e-r, 3 b-o-o-k, 4 b-a-g, 5 p-e-n-c-i-l, 6 t-a-b-l-e, 7 c-h-a-i-r, 8 d-o-o-r

Optional activity● Unit 1 Extension worksheet 1 from Teacher’s Resource Book

2 (see pages 8 and 11).

Ending the lesson● Review the phoneme /eɪ/ with a True/False game. Pupils

stand up. Say dif erent words in turn. When pupils hear the sound /eɪ/ in the word, they show thumbs up; when they don’t, they show thumbs down. (Alternatively, if more appropriate, they can nod or shake their heads.) Pupils who respond incorrectly sit down. Stop when you have a small group of winners. Use the following words in the game, e.g. snake, ball, grey, train, apple, play, cat, game, car, day, Grace.






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kid s box 1 from o

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